| Summary: | 碩士 === 國立新竹教育大學 === 體育學系體育碩士學位在職進修專班 === 103 === The influence of different focus attention toward the performance of standing long jump
Completion Month and Year: June 2015
Graduate Student: Wang,Wen-fen
Advisor: Chiu, Wen-hsin
Abstract
With internal and external focus attention instructions, this study aims to explore the differences in parameters between the skill and coordination of the standing long jump. The subjects of the experiment were 60 sixth grade elementary school students, who were divided into three groups, the Internal Focus group, the External Focus group, and the External-4 Focus group, with 20 students in each group. The high-speed camera (CASIO EX-F1, 300Hz) was used in the experiment, and Kwon3D software was used to obtain kinematic parameters. One-way ANOVA for independent samples was performed for statistical test, with significance level of α=.05. The research results are as follows: (1) In terms of score: the progress of External Focus and External-4 Focus scores are significantly higher than that of Internal Focus; the distance of External Focus does not lead to significant difference. (2) In terms of motor coordination mechanism, External-4 Focus significantly exceeds Internal Focus in the duration of stretching. Both External Focus and External-4 Focus show the near-end prior to long-distance trend in the maximum angular velocity and time, which can fully generate and consume energy. There is a significant difference in the shoulder joint and the hip joint of External Focus regarding the angular velocity of joints during the period of stretching. To conclude, different singular guidance can influence the coordination and performance of the motor skill of the standing long jump; hence, coaches and P.E. teachers should instruct students to use external focus attention to give full play to motor skills.
Keywords: internal focus attention instruction, external focus attention instruction, constraint behavior hypothesis
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